Collocation Errors in the Written Essays of English Second/Foreign Language Learners: A Scoping Review

This review aimed to synthesise research findings on collocation errors from written essays from learners of English as a Second/Foreign Language. Collocations are crucial for achieving natural and fluent language use. However, they are often challenging for ESL/EFL learners, resulting in errors that impact overall writing quality and comprehension. This review examines 11 studies on collocation errors in diverse countries. The research methods employed included quantitative (n = 5), qualitative (n = 5), and mixed methods (n = 1) approaches. The findings revealed that the most common causes of errors include L1 transfer, over generalisation of language rules, and lack of collocational knowledge. This review suggests that ESL/EFL learners require explicit instruction, increased exposure to authentic language, and targeted practice to improve their collocation knowledge. This study provides critical insights into the persistent challenges of mastering collocations and offer recommendations for more effective teaching strategies in language education. Keywords: Errors, ESL, EFL Lexical Collocations, Grammatical Collocations, Collocational Knowledge, Receptive Vs. Productive Knowledge